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Teacher Perceptions of Student Engagement During Arts-integrated Instruction in the Inclusive Classroom Setting

出版	Gwynedd Mercy University, 2020
URL	http://books.google.com.hk/books?id=d17LzQEACAAJ&hl=&source=gbs_api

註釋Today's educators are faced with the challenge of ensuring that every student achieves the established academic standards. Research suggests engagement is an indicator of academic success and has identified a positive interrelationship between arts integration and engagement (Harbour et al., 2015; Chappell, 2005; Gude, 2004; Rabkin & Redmond, 2004; Stokrocki, 2005; Blom, 2016). While research exists, engagement during arts integration for students of varied abilities is documented rarely in research. Blom (2016) argues that there is a need for research in the area of student engagement for students with disabilities. Data for this qualitative study was collected through an in-depth analysis of 25 interviews with teachers practicing arts integration. Correlations among teacher perceptions identified arts integration as an effective teaching strategy to increase student engagement for all students. Participants expressed collaborative planning is key to building rigorous engaging lessons. Furthermore, participants indicated arts integration encourages struggling students to take academic risks and make meaningful progress. Findings from this research serve to reinforce and contribute to previous research that suggests significant advantages to an arts integrated approach (Marshall, 2006; Brown, 2007; Lynch, 2007; Gullatt, 2008; Silverstein & Layne, 2010; Baker, 2013; Marshall, 2014; Blom, 2016).